Special Education Needs Essay Example | Topics and Well Written Essays - 1000 words

Special Education Needs - Essay ExampleIt should hitherto be noted that though EAL pupils or bilingual learners dumbfound specific linguistic needs, they may not necessarily require special nurture needs, and frankincense EAL needs should not be conf accustomd with SEN (Milton, 2004, p. 4). This is because the difference between the instruction language and learners own language is not in itself a disability and does not solely make learning difficult. Provision of special education needs was emphasized at the Warnock Committee forum where special education needs and provision of special learning were broadly articulated and recommendations made to provoke official thinking about special education. Earlier disability concerns rotate around deafness, blindness, sensual and sensory outrage, and speech defects that have medical interventions. Defects such(prenominal) as educational sub-normality and maladjustment could not have been address medically. No children regardless of the ir impairment levels should be regarded as non-educable and hence special education needs must be available to all children with disability (Beevridge, 1999, P.2). More recent models that have addressed special education needs in children included the Every Child Matters strategy of 2003 and the 2004 model Barriers to Inclusion. ... Generality across different areas of learning could be mild or severe. Special education needs include aspects of special access to the curriculum, provision of tailored curriculum and attention to the learning environment. Children with sensory and physical impairments require special equipment, adapted written material or/and attention to positioning to fully participate in learning experiences. Assessment is vital in every stage of special education provision and involves early screening to see to it the childs abilities in terms of language, cognitive, emotional, and social orientation. Screening helps determine additional needs. The method of asses sment for English language acquisition in EAL pupils with physical and sensory impairments should be exchangeable to that for EAL counterparts without disabilities. The measurement of performance of EAL pupils with disabilities should be similar to that of their monolingual colleagues. To inform planning and targeting, a clear assessment of second language acquisition by EAL learners is important (Milton, 2004, p.4). When decisions are made that the identified cases have special needs, special attention is recommended (Algozzine and Ysseldiyke, 2006, p.8). Also of importance to the teacher is the concept of keep it simple in content delivery which is part of expository approach, use of the appropriate pace during instruction to allow content synthesis and amount of assistance accorded. To promote learning for EAL learners with or without SEN, certain strategies are useful such as creating a team set up and embracing collaborative activities, pairing and mentorship,